Community Language Learning (CLL)

 

Community Language Learning (CLL)

·       A humanistic, learner-centered approach developed by Charles A. Curran, a professor of psychology at Loyola University, Chicago. An American Jesuit priest.

·       Derives its primary insights from Rogerian counseling (Rogers 1951).

·       Patterned upon counseling techniques and adapted to the peculiar anxiety and threat as well as the personal and language problems a person encounters in the learning L2.

·       Treats language learning as a social, counseling-based process.

·       Consequently, the learner is not thought of as a student but as a client.

·       The native instructors of the language are not considered teachers but, rather are trained in counseling skills adapted to their roles as language counselors.

·       The students (clients) determine the content, while teachers (counselors) facilitate communication, lowering anxiety and encouraging autonomy through group interaction.

·       It prioritizes meaningful, real-life conversation, fostering a supportive community to build confidence. 

Methodology

·       In the basic form of CLL, a maximum of 12 students sit in a circle.

·       Portable tape recorder inside the circle.

·       The teacher (who is termed the ‘Knower’) stands outside the circle.

·       When a student has decided they want to say something in the foreign language, they call the Knower over and whisper what they want to say, in their mother tongue.

·       The teacher, also in a whisper, then offers the equivalent utterance in English (or the target language).

·       The student attempts to repeat the utterance, with encouragement from the Knower, with the rest of the group eavesdropping.

·       When the Knower is satisfied, the utterance is recorded by the student.

·       Another student then repeats the process until there is a kind of dialogue recorded.

·       The Knower then replays the recording, and transcribes it on the board.

·       This is followed by analysis, and questions from students.

Five Developmental Stages

·       Stage 1- Reflection                Stage 2 - Recorded conversation

·       Stage 3 – Discussion             Stage 4 - Transcription

·       Stage 5 - Language analysis

The Role of the Teacher

·       Knower’s job to provide the supportive and secure environment for learners, and to encourage a whole-person approach to the learning.

Advantages

·        Learners appreciate the autonomy CLL offers them and thrive on analysing their own conversations.

·        CLL works especially well with lower levels who are struggling to produce spoken English.

·        The class often becomes a real community, not just when using CLL but all of the time.

·        Students become much more aware of their peers, their strengths and weaknesses and want to work as a team.

Disadvantages

·        In the beginning some learners find it difficult to speak on tape while others might find that the conversation lacks spontaneity.

·        So much freedom and tend to intervene too much.

·        The learners may neglect their need for guidance.